The influence of semantic neighbours on visual word recognition     

Mark Yates 《Journal of Research in Reading》2012,35(2):215-226

Although it is assumed that semantics is a critical component of visual word recognition, there is still much that we do not understand. One recent way of studying semantic processing has been in terms of semantic neighbourhood (SN) density, and this research has shown that semantic neighbours facilitate lexical decisions. However, it is not clear if this facilitation reflects actual word recognition processes or is instead due to participant strategies used during the lexical decision task. To address this, the current research used college students as participants and tested the effect of SN density using the semantic categorisation and progressive demasking tasks. Both of these tasks require word identification and are not susceptible to the participant strategies that are seen when using the lexical decision task. The results show that SN facilitates responding in both tasks, indicating that SN effects are not due to task‐specific strategies.  相似文献   

Single-sex school boys’ perceptions of coeducational classroom learning environments     

Shirley M. Yates 《Learning Environments Research》2011,14(1):1-10

Reviews in many countries have found little evidence of consistent advantages in either single-sex education or coeducation. Over the last three decades, coeducation has been introduced into many single-sex schools, but there is a dearth of evidence from the student perspective of the impact of such changes on the classroom learning environment. The Individualised Classroom Environment Questionnaire (ICEQ) was administered to 309 elementary and secondary boys from a single-sex school over 3 years prior to (T1), during (T2) and after (T3) the introduction of coeducation. Overall, boys perceived coeducational classrooms to be significantly more Personalised at T2, particularly at the secondary level, while Personalisation increased significantly from T2 to T3 at the elementary level. No significant changes were evident for the Participation, Independence, Investigation and Differentiation scales at either T2 or T3. These findings have implications for the ongoing single-sex/coeducation debate.  相似文献   

Recognizing Excellence in Assessment          下载免费PDF全文

Jillian Kinzie  Teri Lyn Hinds  Natasha A. Jankowski  Terrel L. Rhodes 《Assessment Update》2017,29(1):1-16

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Deciding How to Deceive: Differences in Communication and Detection Between Good and Bad Liars     

Lyn M. Van Swol  Jihyun Esther Paik 《Communication quarterly》2017,65(5):503-522

To study deception, participants were randomly assigned the role of allocator or recipient in an ultimatum negotiation game. Allocators “earned” 7 dollars and divided the money between themselves and recipient and communicated the decision either face-to-face or through text chat. Recipients were unaware the amount the allocator had, and therefore, allocators could deceive. Most allocators used deception. We hypothesized that participants who self-identified as good liars would communicate more face-to-face than through text chat when deceiving, and this was supported for deceptive omission but not fabrications. Good liars were more likely to have their truths correctly detected than bad liars.  相似文献   

Globalisation and science education: the case of Sustainability by the Bay     

Lyn Carter  Ranjith Dediwalage 《Cultural Studies of Science Education》2010,5(2):275-291

It is impossible to consider contemporary science education in isolation from globalisation as the dominant logic, rethinking and reconfiguring social and cultural life in which it is located. Carter (J Res Sci Teach 42, 561–580, 2005) calls for a close reading of policy documents, curriculum projects, research studies and a range of other science education texts using key concepts from globalisation theory to elucidate the ways in which globalisation shapes and is expressed within science education. In this paper, we consider an example from our own practice of a school-based curriculum project, Sustainable Living by the Bay, as one such instance. The first section reviews neoliberalism and neoconservativism necessary to understand how globalisation penetrates education, while the second outlines aspects of the curriculum project itself. As there were many different facets to the development and implementation of a project like Sustainable Living by the Bay, there is space only to elaborate two examples of the globalisation discourse. The first example concerns the government policy initiative that funded the project while the second example focuses on learner- centred pedagogies as globalisation’s pedagogies of choice.  相似文献   

Review symposium     

Michael Grenfell  Lyn Yates 《British Journal of Sociology of Education》2008,29(5):563-569

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Promoting literacy in a digital age: approaches to training for information literacy     

David Bawden  Lyn Robinson 《Learned Publishing》2002,15(4):297-301

Information literacy, and other similar ‘literacies’, such as digital literacy, mediacy, and informacy, are concepts relating to knowledge, skills, and attitudes, at various levels, in dealing with information in varied formats and diverse situations. The breadth of scope of these concepts implies that training must be equally broad, varied, and context-sensitive. This is exemplified by two case studies of information and digital literacy training. The first is a training programme in information literacy for the scientific staff of a multinational pharmaceutical research organization. The second is a summer school dealing with digital literacy, primarily for information professionals from countries of Central and Eastern Europe, and the former Soviet Union.  相似文献   

Of deficits and other dangerous things…     

Lyn Yates 《The Australian Educational Researcher》1999,26(1):1-13

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Healthcare librarians and learner support: a review of competences and methods   总被引：1，自引：1，他引：0  

Robinson L  Hilger-Ellis J  Osborne L  Rowlands J  Smith JM  Weist A  Whetherly J  Phillips R 《Health information and libraries journal》2005,22(Z2):42-50

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Model for preparing regular classroom teachers for "mainstreaming"     

J R Yates 《Exceptional children》1973,39(6):471-472

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